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Year 4 Learning Journey - Reading

                             My Learning Journey – Reading

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

EXS Autumn Spring Summer
Vocabulary knowledge in context
  • I notice key words and phrases that show the passing of time to introduce paragraphs or chapters.
  • I can explore the meaning of new words, making use of a dictionary.
  • I can note examples of descriptive language and explain the mood created.
  • I can read further common exception words confidently.
  • I can identify how authors use precise vocabulary to meet the purpose of the text.
  • I can apply my knowledge of root words, prefixes and suffixes.
React & respond
  • I can express my personal likes and/or dislikes about the work of significant authors and poets.
  • I can listen to the opinions of others and adjust my own thinking.
  • I can discuss a range of fiction, non-fiction and poems.
  • I can explain similarities and differences with own experiences of reading different genres (plays, myths and legends).

Question & retrieval

  • I ask questions to make sure that I understand the text.
  • I recognise the introduction, build-up, climax or conflict and resolution in narrative.
  • I can retrieve key words and phrases as evidence when making a point.
  • I can record and retrieve information from non-fiction using contents and indexes.
  • I retrieve information from text where there is distracting information.
  • I can make predictions based on stated details, giving reasons for my ideas.
  • I can predict what might happen from details stated and implied.
  • I can predict on the basis of mood or atmosphere how a character will behave in a particular setting.


  • I know that the organisation and layout of books vary depending on its purpose.
  • I can use the organisation and layout of a book to find specific information.
  • I can recognise and explain the structural conventions of common text types.
  • I know that the main idea of a text can be summaries in a sentence.
  • I can identify the main idea in paragraphs in a text.
  • I can explain my opinion on the ending of longer stories.
  • I can compare characters (what they say and what they do).
  • I can compare texts with similar themes.

  • I can compare my personal response to a text with others.
  • I can compare the works of different writers across some different genres.
  • I can show empathy towards characters and the situations they are in.
  • I understand why a character acted or responded in a certain way.
  • I can make deductions about characters’ motives and behaviours.
  • I know that a reader needs to interact with a text to understand it fully.
  • I can use my own experiences and knowledge of the world to help understand a text.
  • I make connections with books with similar themes.
  • I know that writers choose words and language to show atmosphere, mood or feelings.
  • I understand that authors use a variety of sentences for different reasons.
  • I explain the decisions that the author has made in setting up problems for the characters and deciding how to resolve them.
  • I can identify techniques used by authors to persuade the reader to feel dislike or sympathy.
  • I can explore alternative outcomes to an issue.
  • I can draw inferences from characters feelings, thoughts and motives that justifies their actions and use evidence to support my ideas.
  • I can use inference and deduction to identify key characteristics of more than one character in a story, using evidence to support my views.

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

Greater Depth Word Reading Comprehension Reading for Enjoyment
  • I skim, scan and organise non-fiction information under different headings.
  • When reading aloud, I show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace to entertain and maintain interest.
  • I locate and use information from a range of sources, both fiction and non-fiction.
  • I appreciate that there can be bias in persuasive writing, including with articles and advertisements.
  • I use inference and deduction to work out the characteristics of different people from a story.
  • I refer to the text to support my predictions and opinions.
  • I talk about why I prefer certain authors and get immersed in reading their books.
  • I have established a preference for a specific genre of texts and can explain why this is the case.
  • I talk widely about different authors, giving some information about their backgrounds and the type of literature they produce.
  • I can compare fictional accounts in historical novels with the factual account.
  • I am confident of my ability to read between the lines as well as my ability to read beyond the lines.
  • I am confident enough to ask questions related to the text I am reading and to offer opinions about the way the story may begin to unfold.
  • I know that if I met the author of a book that I have read, I would have several questions to ask them.
  • I am regularly using ideas I picked up from my reading in my own writing.

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